Description
Book SynopsisThis book fills a critical gap in a neglected area in current educational research: international teacher education. It focuses on the preparation of teachers of English as an additional language (EAL) in several world regions. The book consists of chapters by researchers in well-established teacher education programs in 11 countries: Brazil, Canada, China, Finland, Greece, New Zealand, Russia, Saudi Arabia, South Korea, Turkey and the United States of America. It takes a cross-national, comparative approach around four major focus areas: policy, research, curriculum and practice, offering critical implications that can help improve EAL teacher education programs in different parts of the world. Teacher education is an area that has great potential for international cross-pollination of ideas and actions, and this book represents an important first step along this road.
Trade ReviewAs the importance of English education keeps increasing, this timely volume collects invaluable information and stories of teacher education around the globe. Each chapter provides nuanced views of socio-educational issues specific to their local contexts. Readers, especially those who develop curriculum for a teacher education program, can quickly gain an overview of different parts of the world and inform their decision-making related to teacher education. * Masatoshi Sato, Universidad Andres Bello, Chile *
This is a great resource for anyone involved in the preparation of teachers of EAL. The chapters provide a holistic and comprehensive overview of research, policy, curriculum, and practices in teacher preparation in their respective countries while, collectively, creating space for cross-national and comparative approaches and international collaboration in teacher preparation. * Aya Matsuda, Arizona State University, USA *
The fast-evolving English learner populations and the corresponding demands placed on the teachers who serve them make this book a valuable resource for teachers, teacher educators, researchers, and policymakers as we attempt to redesign L2 teacher education to meet new global challenges encountered in school and society.
* Peter De Costa, Michigan State University, USA *
Table of ContentsContributors
Chapter 1. Introduction: Nihat Polat, Laura Mahalingappa and Hayriye Kayi-Aydar
Chapter 2. Dilma Mello, Valeska Souza and Viviane C. Bengezen: Preparation of Teachers of EAL in Brazil: Research, Policy, Curriculum and Practice
Chapter 3. Farahnaz Faez and Michael Karas: Preparation of Teachers of EAL in Canada: Research, Policy, Curriculum and Practice
Chapter 4. Guofang Li, Chunmei Yan and Qiang Wang: Preparation of Teachers of EAL in China: Research, Policy, Curriculum and Practice
Chapter 5. Maria Ruohotie-Lyhty: Preparation of Teachers of EAL in Finland: Research, Policy, Curriculum and Practice
Chapter 6. Evdokia Karavas and Christina Gkonou: Preparation of Teachers of EAL in Greece: Research, Policy, Curriculum and Practice
Chapter 7. Martin East, Jocelyn Howard and Constanza Tolosa: Preparation of Teachers of EAL in New Zealand: Research, Policy, Curriculum and Practice
Chapter 8. Yuliya Ardasheva and Natalia V. Sabelnikova: Preparation of Teachers of EAL in Russia: Research, Policy, Curriculum and Practice
Chapter 9. Ali H. Al-Hoorie, Maha Al-Shahrani, Ahmed Al-Shlowiy and Connie Mitchell: Preparation of Teachers of EAL in Saudi Arabia: Research, Policy, Curriculum and Practice
Chapter 10. Ho-Ryong Park, Deoksoon Kim and Tae Youn Ahn: Preparation of Teachers of EAL in South Korea: Research, Policy, Curriculum and Practice
Chapter 11. Hayriye Kayi-Aydar and Betil Eröz: Preparation of Teachers of EAL in Turkey: Research, Policy, Curriculum and Practice
Chapter 12. Laura Mahalingappa and Nihat Polat: Preparation of Teachers of EAL in USA: Research, Policy, Curriculum and Practice
Chapter 13. Laura Mahalingappa, Hayriye Kayi-Aydar and Nihat Polat: Conclusions and Future Directions
Index
